The Basics ofFederal Accountability

Adequate Yearly Progress AYP

Opening a Mindset

• Changing behavior/actions/performance is not easy (after all, if it were, it would have already occurred)

• Sometimes the solutions are evident and can be implemented quickly and effectively

• Sometimes, however, the answers do not seem as easily accessible

• The real challenge is to be able to remove our blinders and see beyond the problem to the solution . . .

IDEA, NCLB and the TEC have led to the development of 4 accountability systems

SPP AYP

PBM AEIS

Adequate Yearly Progress

• Federal system (NCLB)

• Student performance

• Campuses and districts

• 3 indicators

Academic Excellence Indicator System

• State system• Student

Performance• Campuses and

districts• 35 indicators

Performance Based Monitoring

• State system• 4 program

areas (BE/ESL, CTE, NCLB, IDEA)

• Districts• 88 indicators

State Performance Plan

• Federal system (IDEA 2004)

• Special education performance only

• Districts• 29 indicators

State/Federal Assessments 2007-08

• TAKS– At panel recommendation – all grades/subjects

– Bundled accommodations for students with dyslexia• For students identified with dyslexia AND who receive services

under:– IDEA– Section 504, or– Campus dyslexia program

• Accommodations are ALL 3:– Orally reading all proper nouns– Orally reading all question and answer choices– Extending the testing over a 2-day period

– Other accommodations• Oral administration (Math, Science, Social Studies)

• TAKS-Accommodated

– ONLY for students receiving special education services– ONLY at EGL (Enrolled Grade Level)– Same test items that appear in corresponding TAKS tests –

reformatted to Verdana font, larger, more white space– Fewer test items – does not include embedded field test items– Allowable accommodations (in addition to the formatting

accommodations) described in Accommodations Manual

State/Federal Assessments 2007-08

• TAKS-Accommodated

– Accountability implications

– Group 1• Included in AEIS; Not Included in AYP• Social Studies all grades (8, 10 and Exit)• Science all grades (5, 8, 10 and Exit)• ELA Exit level only• Math Exit level only

– Group 2• Not included in AEIS; Included in AYP in Reading/ELA and Math in Grades

3-8 and 10• Reading (Grades 3-9)• ELA (Grade 10)• Math (Grades 3-10)• Writing (Grades 4, 7)

State/Federal Assessments 2007-08

State/Federal Assessments 2007-08

• TAKS-Modified

– Only for students receiving special education services (who meet participation requirements)

– Alternate assessment based on modified academic achievement standards

– For students whose disability prevents them from achieving full EGL proficiency

– Operational TAKS-M in Spring 2008 (NCLB subjects/grades)• Reading (Grades 3-8); ELA (Grade 10)• Math (Grades 3-8 and 10)• Science (Grades 5, 8 and 10)• Passing standard to be developed in August 2008

– Field Test TAKS-M in all other grades/subjects• Passing standard to be developed in Summer 2009

State/Federal Assessments 2007-08

• TAKS-M– Based on USDE regulations, TAKS-M is intended for students:

• Whose disability has prevented them from achieving grade-level proficiency; and

• Whose progress to date in response to appropriate instruction (including special education and related services) is such that, even if significant growth occurs, the students’ IEP teams are reasonably certain will not achieve grade-level proficiency within the year covered by their IEPs

– IEPs for students assessed based on TAKS-M must be based on enrolled grade-level (EGL) academic content standards

State/Federal Assessments 2007-08

• TAKS-Alternate– Only for students receiving special education services (who

meet participation requirements)

– Alternate assessment based on alternate academic achievement standards

– For students with the most significant cognitive disabilities (MSCD)

• Aligned with enrolled grade level (EGL) TEKS• Based on access activities that are designed to measure

student’s mastery of prerequisite skills aligned to the essence of EGL TEKS

– Passing standard = 24 out of 42 possible points

State/Federal Assessment: On the Horizon

• TAKS-Alternate for 2008-09

– Anticipated changes for TAKS-Alt in 2008-09

• Standardized Essence Statements– All State-selected/State-mandated– Reduce in number from 6 to 4

• Standardized Instructional Activities– Select one of the three standardized instructional activities provided for each

essence statement (low, medium, high)  – Pre-determined standardized scoring criteria for the activities

• TAKS–Alt Training Modules– TAKS–Alt training modules will be mandatory for all district personnel who are

involved in the administration of TAKS–Alt– Series of knowledge-check questions for each module that must be successfully

completed

State/Federal Assessment: On the Horizon

• TAKS-Alternate for 2008-09

– Anticipated changes for TAKS-Alt in 2008-09 (cont.)

• Inter-Rater Reliability Study– Requires a second rater for certain students selected as part of a study sample  – Sample of student participants included in the study will be larger than in 2008 to

provide additional reliability evidence required by USDE

• 2008–09 TAKS–Alt Training and Testing Schedule– Due to the extensive changes that will be made to TAKS–Alt, training modules will

be available later in the school year (November)– TAKS–Alt testing window will also open later in the school year (January–April)

Federal AccountabilityWhat are the rules?

AYP• Number of Accountability Measures (2008)

– Reading• 14

– 7 Performance– 7 Participation

– Math• 14

– 7 Performance– 7 Participation

– Graduation/Attendance• 1

3 Indicators

(Up to29 Total

Measures)

AYP: The Basics• Indicators used to determine AYP

Indicator Measures

1Reading

– Gr. 3-8 and 10

% of students who are Proficient

AND

% of students who Participate

2Math

– Gr. 3-8 and 10

% of students who are Proficient

AND

% of students who Participate

3

“Other”– Graduation Rate

• HS• LEAs w/ 12th grade

– Attendance Rate• ES and MS• LEAs w/o 12th grade

– % of students who Graduate• By Aug. 31st 4 years after enrollment in 9th

– % of students in Attendance

AYP: The Basics• Standards

Indicator Measure 2007 2008 2009 2010

1 ReadingPerformance 60% 60% 67% 73%

Participation 95% 95% 95% 95%

2 MathPerformance 50% 50% 58% 67%

Participation 95% 95% 95% 95%

3 OtherGraduation 70% 70% 70% 70%

Attendance 90% 90% 90% 90%

AYP: The Basics

• Tests Results Evaluated: Reading/ELA and Math

2007 2008

TAKS

SDAA-II– Subject to 3% cap on number

of below EGL “Met Standard” SDAA-II results that can be considered Proficient

TAKS-Alt– Non-Proficient

TAKS/SDAA-II LAT

TAKS

TAKS Accommodated

TAKS-M– Subject to 2% cap on # of “Met Standard”

TAKS-M results that can be considered Proficient

TAKS-Alt– Subject to 1% cap on # of “Met Standard”

TAKS-Alt results that can be considered Proficient

TAKS LAT

Compare to AEIS:Rdg and Math(Gr. 3-8 and 10), ONLY TAKS

What about the 1% & 2% cap?

Example:

• Achieve I.S.D.: 1000 students tested

– TAKS Alt• 1% = 10 PROFICIENT student scores

– TAKS Modified• 2% = 20 PROFICIENT student scores

What about the 1% & 2% cap?

Problem:

• The district is NOT limited to the 1% and 2% numbers of students tested

• Many districts did not have enough PROFICIENT scores to “fill” the 1% and 2% AYP “buckets”

• Often, students were placed on incorrect tests to try to avoid “artificial failures”

Don’t Forget…

• In 2009-2010 (next school year), ALL of the TAKS Accommodated tests will count for the STATE accountability system.

• Presently, the TAKS M and TAKS Alt will be a report only for the state system…but this may change

• TAKS M and TAKS Alt results will be reported on AEIS, but will not affect accountability

AYP: The Basics

• Student Groups Evaluated: Reading/ELA and Math

Measure Groups/Min. Size Who Included

Performance All Students – NO Min. Size

Af. Am

White

Hispanic

Eco Dis

SpEd

LEP– % Proficient incl. M1 + M2

Students in “accountability subset”

– Enrolled in LEA/campus on Fall snapshot AND on date of testing

Participation All Students (if ≥ 40 students)

Other student groups: 50/10%/200 Rule

All students enrolled in LEA/campus on date of testing

50/10%/200Rule

Federal Performance Standards (AYP)

Year 2007 2008 2009 2010 2011 2012 2013 2014

Included

Tests

TAKS,

SDAA-II,

SDAA-LAT

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

TAKS,

TAKS-A,

TAKS-M,

TAKS-Alt

TAKS-LAT

Rdg/ELA 60% 60% 67% 73% 80% 87% 93% 100%

Math 50% 50% 58% 67% 75% 83% 92% 100%

• Participation Standards– 95% = Rdg/ELA– 95% = Math

• Other Indicators– Attendance (Elementary and Middle Schools): 90.0%– Graduation Rate: 70.0%

Required ImprovementState vs. Federal

• State Required Improvement

– Gain in percent Met Standard required to reach current accountability standard for Academically Acceptable or Recognized in 2 years

RI =

• Federal Required Improvement– 10% reduction in previous year’s failure rate

RI =

2008 Standard – 2007 Performance2

(100 – 2007 Performance) x .10

Required ImprovementState vs. Federal

Subject: Mathematics

2008 Standard: 50%

  Group

2008

# Met Std 42

# Taking 91

% Met Std 46%

 

2007

# Met Std 35

# Taking 83

% Met Std 42%

State Accountability – Required Improvement

Actual Change from 2007 to 2008 46 – 42 = 4 4

Required Improvement

2008 Standard - 2007 Performance

2

(50 – 42) ÷ 2 = 4 4

Is Actual Change ≥ Required Improvement? YES

Federal Accountability – Required Improvement/Safe Harbor

Actual Change from 2007 to 2008 46 – 42 = 4 4

Required Improvement

(100 – 2007 Performance) x .10(100 – 42) x .10 = 5.8 6

Is Actual Change ≥ Required Improvement? NO

2008 Standards AEIS AYP

State Assessment Indicators

TestsTAKS

TAKS-Accommodated (Group 1)

TAKS

TAKS-Accommodated

TAKS-M

TAKS-Alt

TAKS LAT

Subjects (Grade Levels)

Reading/ELA (3-11)

Math (3-11)

Writing (4 and 7)

Social Studies (8, 10 and 11)

Science (5, 8, 10 and 11)

Reading/ELA (3-8 and 10)

Math (3-8 and 10)

Performance StandardsAcad

AcceptRecog Exemp Make AYP

Reading/ELA 70% 75% 90%Performance = 60%

Participation = 95%

Math 50% 75% 90%Performance = 50%

Participation = 95%

Writing 65% 75% 90%

Science 45% 75% 90%

Social Studies 65% 75% 90%

2008 Standards AEIS AYP

Other Indicators

Acad

AcceptRecog Exemp

Annual Dropout Rate

(Gr. 7-8)2.0%

Completion Rate (4-year cohort)

Students who graduate in 4 years or are enrolled in fall after 4th year

75.0% 85.0% 95.0%

Graduation Rate (4-year cohort)

Students who graduate in 4 years

70.0% or any improvement

Attendance Rate 90.0% or any improvement

2009 Standards AEIS AYP

State Assessment Indicators

TestsTAKSTAKS-Accommodated (Group 1)

TAKSTAKS-AccommodatedTAKS-MTAKS-AltTAKS LAT

Subjects (Grade Levels)

Reading/ELA (3-11)Math (3-11)Writing (4 and 7)Social Studies (8, 10 and 11)Science (5, 8, 10 and 11)

Reading/ELA (3-8 and 10)Math (3-8 and 10)

Performance StandardsAcad

AcceptRecog Exemp Make AYP

Reading/ELA 70% 75% 90%Performance = 67%Participation = 95%

Math 55% 75% 90%Performance = 58%Participation = 95%

Writing 79% 75% 90%

Science 50% 75% 90%

Social Studies 70% 75% 90%

2009 Standards AEIS AYP

Other Indicators

Acad

AcceptRecog Exemp

Annual Dropout Rate

(Gr. 7-8)2.0%

Completion Rate (4-year cohort)

Students who graduate in 4 years or are enrolled in fall after 4th year

75.0% 85.0% 95.0%

Graduation Rate (4-year cohort)

Students who graduate in 4 years

70.0% or any improvement

Attendance Rate 90.0% or any improvement

Issues to Consider

• Guaranteed viable curriculum

• Comprehensive Needs Assessment– Sufficient time and depth

• In identifying “weaknesses” don’t forget to emphasize strengths– Instructional– Individual student strengths

• Implement appropriate accommodations for students – Accommodations Manual

• Differentiate interventions based on need– E.g., academic based tutorials vs. study hall

Questions? Comments?